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Summer is here!  It is time for a break from teaching, feedback, GCSEs and lesson planning.  It’s also a time to recharge and be ready to go again in September (or August, if you are unfortunate with inset days).

Changes Ahead

From September, I will be taking on some pastoral responsibility in my school.  This means that blogging regularly is going to be harder to keep up.

Get involved!

It would be amazing if there were one, two, or six readers out there who would be happy to write a guest blog.  This little website averages 10,000 unique visitors a year.  These visitors come from all over the world, and many come back a second time!

You could offer a one-off post or a couple of posts.  I can be contacted via the “about me” section on the site, or via a DM on Twitter @everydaymfl.  The vision of any post needs to be practical ideas that people can use in their classroom.  I will do my best to publish any submissions.  You can put your name to it, or post anonymously if you wish.  I have put below a couple of posts I would love to see.  Equally, you are completely free to come up with your own ideas.

  • Latest from They Who Shall Not Be Named: Intent, Implementation and Impact.  How are you interpreting the three in your department whilst keeping workload down?
  • Scoring well in the conversation at GCSE.
  • Reducing workload in your MFL department.
  • A guide to planning a lesson for PGCE trainees.
  • Adventures in “Conti-fying” a scheme of work (according to Facebook group G.I.L.T it’s a verb).  How have you managed it and how has it been received?
  • A post with practical ideas and advice for aspiring Heads of Department.
  • Lessons about French/German/Spanish culture.  How do you do them with plenty of TL activities?
  • Assessment that works in MFL.
  • How we change pupil attitudes to MFL.  Maybe you moved into a department where it was not popular and things have changed since.  If so, there are plenty of people out there who would love to hear from your experiences.  Trust me they want to hear from you, WordPress shows the search terms that lead people to this site!
  • Starting well in Year 8.  We often spend a lot of time on a strong start in Year 7 but is there anyone out there with a great start to Year 8?
  • The next “one pen; one die”.  This game swept across the MFL Facebook groups.  Maybe you have the next activity that captivates teachers and pupils alike?
  • 5 Things to try tomorrow – there are plenty of these already on the site already but feel free to do one of your own.

5 Things to try tomorrow 2019 Edition!

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A very Happy belated New Year to you.  If you’re reading for the first time then you are very welcome!  Over 10,000 busy teachers visited last year from countries all over the world.  Hopefully, you found something useful.  Anyway, to kick off this year, here are 5 things you can try tomorrow.

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Photo Credit: Ekspresevim Flickr via Compfight cc

Vocab Sheet/Knowledge Organiser Dice Quiz

Some schools have vocabulary sheets, some have knowledge organisers.  Get some 12 sided dice and set 12 chunks/items for students to test each other.  They need to produce the Spanish for this activity to be most effective.  Students test each other on 5 things.  My year 8s are working through a foods topic so the phrases they were testing each other on primarily concerned restaurants.

  • 3pts – perfect recall without help.
  • 2pts – needed sheet to prompt
  • 1pts – needed sheet but not correct
  • 0pts – silent response

Quick run-through:

Harvey rolls dice, rolling a 9.  He looks at the screen.  His partner  Lewis has to do  task 9.  Lewis reads task 9.  “Order a dessert”.  Lewis consults his vocabulary sheet and says “quiero un helado de chocolate”.  Lewis has achieved 2 points.  He then rolls the dice for Harvey.

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Double chance to win bingo

Students divide a mini-whiteboard into 6.  They put three adjectives and three nouns into the spaces.  This worked best with school subjects and opinions.  Bingo was one of the go-to games for my German teacher in year 7.  I find doing it this way forces learners to listen to more of what you say.  I guess you could do it with 9 squares and alter the verb too.  The Year 7s loved it this week.

me gusta la geografia porque es útil

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Bomb Defusal

Using a writing frame, put a sentence from it on a mini-whiteboard.  Learners have 10 opportunities to defuse the bomb or a set time limit using this website.  Very simple guessing game but actually allows you to check their pronunciation of the target structures.  Make it more interesting by having the first person pick the next person, who picks the next person.  Or use a random name generator.

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Live Marking

This was sold to me a year or so ago as a way to “dramatically reduce your marking load”.  This idea from a history teacher was that you went around the class adding comments to kids work such as “how could you develop this point further?”.  The kid then had to respond instantly.  In humanities subjects I can see it being effective.  I came up with a variation recently designed to help a class that are not particularly confident speakers..  Here’s how it works:

  • Find a text in TL (textbooks are great for this).
  • Work student by student having them read out the text – no prior preparation.
  • With each student write a quick note in their book on their speaking.  Here are a few examples:
    • 15/1  Speaking: “superb today – no issues.”
    • 15/1  Speaking: “check words with LL otherwise fine.”
    • 15/1  Speaking: “check words with “CE.”
    • 15/1  Speaking: “pronunciation fine, now try to sound more confident.”
  • If you feel that they need to respond in some way, write out a series of words containing the target sound and work through them with the student.  Or get them to redo the line.

Students seemed motivated by it and seem more confident as a result.  As a teacher, it is quick simple feedback and if a response is needed then you can do one very quickly!  It takes very little time to do a whole class.

Sense/Nonsense Listening

This is a really simple warm-up activity prior to a recorded listening on a similar topic.  Recently year 8 working through the food topic and have arrived at restaurant situations.   This one was a bit of a “off the cuff” thing.  Read out a sentence.  Students have to listen carefully and decide if it is “sense” or “nonsense” based on vocabulary they have covered recently.

  1. De primer plato quiero una tortilla española con helado de chocolate.
  2. De segundo plato quiero una sopa de manzana.
  3. De segundo plato quiero un filete con patatas fritas.
  4. Por la mañana juego al fútbol con mis amigos
  5. A las dos de la noche juego al baloncesto
  6. me gusta el inglés porque es interesante
  7. No me gusta el teatro porque es divertido

The possibilities are endless.

 

 

 

 

European Day of Languages

It is that time of year again and it always comes around really fast.  European Day of Languages.  If your school does not take part then this is your opportunity.  It is great free publicity for your subject!  Not to place ideas in any of your heads but you could even call it “Languages Week”…

There are many ideas out there, resources on TES and even on the EDL website itself.  Here are a few I have seen work over the years…

Update: ALL have also produced some ideas here.

School site quiz quest.

This one requires some prior preparation, you will require: a quiz on paper, answers on paper, blue tac, sweets.  Give students a set of quiz questions with answers around the school in creative places. Put the answers up a few days before announcing to generate interest.  Any students who complete the quiz in their breaks and lunches get some kind of reward.  It is very likely you will have a fair number of keen year 7s for this.  Students collect the quiz sheets from you and hand in to an agreed location.

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Tutor time quizzes/videos.

Some schools do not have a tutor time programme so create one for the week.  Your other staff will often get on board if they are invited to take part.  If they are forced then they may resent it.  My experience was that 2/3 of staff would willingly go along with it.

We did the following:

  1. Quiz on a different European country each day.
  2. Video on a different European city each day.
  3. The register in a different language each day (modelled and practised in staff briefing of course).
  4. Staff used Digital Dialects to teach themselves and the kids a new language
  5. Some members of staff taught languages they knew such as Gaelic, Spanish Welsh and Hebrew.
  6. Some members of staff from other countries insisted on registers being done in the language in their classes!
  7. Some members of staff kept the language from registration going all day.

Who speaks what? Display board

Do you have pupils and staff from other countries?  Prepare a display with a photo and a short bio as to what languages they speak, how they learnt and how much they can still do.

Who speaks what? Video interviews

Get around your multilingual staff and interview them about their experiences of language learning.  How easy/difficult did they find it?  What are the benefits and advantages of speaking a language? You could show the videos in an assembly or tutor time.

Displays

Various famous people have learnt languages.  If you want a list then here are a few…  It didn’t take long to create a nice PowerPoint background, add a picture from the internet and a text box with the languages they have learnt.  These then went along the corridor.

  • Bradley Cooper – French.
  • Carlo Ancelotti – English, French, Spanish.
  • Mark Zuckerberg – Mandarin.
  • Zlatan Ibrahimovic – English, Spanish, Italian.
  • Tom Hiddeston – Spanish, French, Greek.
  • Tom Daley – Spanish.
  • José Mourinho – English, Spanish, Italian, French.
  • Natalie Portman – German, Spanish, Japanese.
  • Colin Firth – Italian.
  • Viggo Mortenson – Spanish, French, Norwegian, Italian.
  • Dory – Whale.*
  • Christoph Waltz – French, English, Italian.

*may not be a recognised language

Assemblies

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I appreciate that some readers may have visibly tensed up at this suggestion.  It is a great bit of free advertising for your subject!  Two years ago, I did an assembly titled “I never planned to teach languages”.  It went down really well.  We began with a quiz of film quotes translated into other languages (we used google, more on the evils of google here).  They got sweets for guessing  the film and the quote. Languages such as Portuguese, Dutch and Romanian are great for this.  Then I started telling a little bit of my story about how I got into MFL teaching and where it has taken me.  If you’re interested in that story, or in need of a good night’s sleep then you can read a bit here.

Dress up

One of my former colleagues is a little too keen on this idea… I’ll let your imagination take care of this one.

Foreign Food Stall/Tasting – courtesy of a great colleague from previous school.

Bring in plenty of foreign foods for kids to try at a breaktime.  Staff and students could contribute to this.  This could be run much like a cake sale with profits going to a language related charity or a charity run in a European country.  Efforts we had one year included Schwarzwaldkirschetorte, Tortilla Española, Tarte au Citron Apfelstrudel and Croissants.  You could even insist on orders being given in the foreign language.

Get the canteen involved.

If your canteen is up for it, then take over the menu for a week.  I’ve given each day a theme as they will know what is practical.  As nice as it may be to have a Croquembouche, it might be a little too much to ask!

  • Monday – French.
  • Tuesday – Spanish.
  • Wednesday – Welsh (that’s for Secondary MFL matters in Wales – you guys are great).
  • Thursday – German.
  • Friday – Portuguese.

Your canteen staff will probably welcome the opportunity to vary the menu a bit, just give them plenty of warning.

Language Learning Videos

Here are a set of videos with a pro-language learning theme.

 

Funny Foreign Language Videos

Who doesn’t love a funny or odd Youtube video at some point? Here are a few favourites from the past few years:

This one had the kids saying “poom” for a few days.

PE Department will approve of this one!

One semester clearly hasn’t convinced her…

 

What do you do?  Share your ideas on Twitter

The Obligatory World Cup Post.

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If you’re enjoying the World Cup then you’re probably a football fan or (at the time of writing) have Uruguay, Spain or Portugal in the staff sweep-stake.  If you’re not enjoying the World Cup then chances are you’re not a fan of football, or the staff sweep-stake left you with Morocco or Iran.

The World Cup does lend itself to a variety of activities to revise material you have likely covered this year…

Recapping clothes and colours

This is one of my favourite ways to teach adjective endings.  Football kits lend themselves to this task as the link explains.  This could also be achieved with the flags of the countries.

Developing opinions and reasons

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CCO Public Domain

Why not get each member of your class to write a prediction?  You could even involve yourself in this, particularly if you’re still bitter about the sweep-stake.

I think that          <insert country here>  is going to win

I believe that      <team that is not England> is going to win

In my opinion   <probably Spain> is going to win

You could change this depending on the ability of the kids.  Students could add a reason for their opinion “because they have better players”.  They could add superlatives “because Ronaldo is the best”.  More advanced students could use a subjunctive: “i hope that”.

How are you going to watch the final – future tense revision.

Students produce their plans for the day of the final.  There is an opportunity here for a short piece of writing involving time  phrases, opinions, reasons and the future tense.  If they are not planning to watch it at all then it is still good future tense practice.

Consequences Activity

Students write their name at the bottom of a piece of paper.  They write a sentence at the top, fold it towards themselves and pass it on.  They keep going until all the sentences have been written.  It can produce something amusing.  Watch the kids closely (you know the ones I mean).

In the morning I’m going to…

For lunch, I’m going to…

In the afternoon, I’m going to

For dinner, I’m going to..

After having eaten, I’m going to…

… and … are going to be in the final.

Phonics Practice

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This is one I have used a number of times.  I always wonder why students can pronounce any footballer but then get every other word with the same sound patterns wrong!

For Spanish teams, pick one of the south american sides.  Far harder.  Most of the Spanish team will be well known to your kids.

Recap target sounds with students.  For Spanish this may be G, J, CE, CI, LL among others.  For French this might be silent endings or other sounds.  For Germany this could be sounds with umlauts, “ch” endings or double vowels.

Option 1: students announce the team to their partner as if they were on TV reading out the lineup.

Option 2: students race through the team trying to beat their partner to the end.

Option 3: teacher goes through lineup and students have to spot the mistakes made and correct them.

Song Activities

I think England could have stopped at that John Barnes rap or Footballs Coming Home

Sergio Ramos was involved in this beauty…

How to exploit it…?

Well, I had some ideas but then found this superb guide on Frenchteacher.net  Anything I write would simply be repeating the list.

Or use their Euro 2016 effort…

If you are a bit sick of the football, or your class is, then do the same with the song “Así Soy”  It worked wonders with my Year 10 class.

Comparatives/Superlatives Revision

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The world cup is an opportunity to revise comparatives and superlatives.  Who is better, worse, faster, slower, uglier, less talented, more talented?  Who is the best, worst, most irritating?  There is a TES worksheet from a previous tournament that just needs a little bit of updating, as the Dutch did not make it this year.

Player Biography / Description

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Mira 3 has a section on biographies of famous people.  Why not go for the footballers.  There is an opportunity here to practise the past tense with “he played for”, “he signed for”, “he was born in”.  There is an opportunity for the present tense “he plays for”, “he is a defender”.  I’m sure you can come up with even more ideas.

Read some tweets

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The vast majority of international teams are on Twitter, as are their players.  You could screenshot a few and use them as a translation task.  Example below:

Listening Bingo

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Give students a selection of football related terms.  You could record yourself commentating over a video clip, you could mute the clip and improvise on the spot, or use the original commentary (with advanced level)

Option 1: students select 5 terms and you play bingo.  First person to hear all 5 wins.

Option 2: students have a list and tick off as many as they hear.  People who get the correct number win.

 

 

 

5 Things to try tomorrow

These may already form part of your everyday teaching repertoire but here are five activities to try tomorrow.  Each has a differentiation and challenge added.

Quiz Quiz Trade

Everyone I know seems to understand this one differently.  I have seen it used in MFL and English in different ways.  It can probably be applied to other subjects too.  Here’s how I make it work in my classroom.

  1. Get the mini-whiteboards ready
  2. Project on screen 3 questions students have been learning.
  3. Students pick one of the questions and write it on their board.
  4. Students go around the room.  They must ask a question, answer a question and then swap whiteboards.
  5. They must perform 5,6,7,8 swaps before heading back to their seat.

Differentiation: You can differentiate this by getting students to write the start of an answer on the other side of the whiteboard.

Front of whiteboard:   ¿Qué llevas normalmente?

Back of whiteboard:    Llevo…

Challenge: You could have students put a word on the back of the whiteboard that has to be incorporated into the answer.   You could increase the variety of questions used or vary tenses used by questions.

Rewards: whilst the students are doing this, go around, listen and note down the ones who are going for it.  Reward them at some point in a manner of your choosing.

MM Paired Speaking

MM are the initials of the excellent teacher who showed me this.  It is an information gap activity but I like it as it practises speaking, listening, reading and writing.

  1. Students divide page into 3 columns
  2. Column 1 – write days of week in TL leaving 2-3 lines in between each
  3. Column 2 – pupils draw picture that represents vocab they have been learning such as places in town.
  4. Column 3 – leave blank.
  5. Project on board a question such as ¿Adónde vas el lunes? (where do you go on Monday?).  You could also project a model answer “el lunes voy al cine” (Mondays I go to the cinema).
  6. Model the activity with a keen student.  This stage is crucial for the activity to work well.
  7. Fiona asks Shrek where he goes on each day of the week.  When Shrek answers, Fiona uses her final column to write down exactly what he says.
  8. Shrek and Fiona swap roles.

Differentiation: Weaker students might need this printing out on paper.

Challenge:  You could increase the complexity of the sentence demanded by insisting pupils add an opinion.  This could be done by adding a column in between 2 and 3.

Car Race Quiz

I resurrected this little gem this week.  I cannot find the original car race powerpoint but you will find similar powerpoints here by the same author.  Car race, horse race or (at Christmas) race to Bethlehem should work.  For those of you big on knowledge organisers, this could be a different way to test them.

  1. Have a list of questions ready to test everything in a unit from key vocabulary to how to form various tenses or structures covered.
  2. Divide class into teams
  3. Teams take it in turns to answer.
  4. If they are right then click the car/horse/wise man (whichever you choose to download) and they will gradually move towards the finish line.  If a team is unable to answer, pass it to another team.
  5. Winners are first to the finish line.

Differentiation:  This can come through the questions you ask and how you tailor the activity to the students in front of you.

Challenge: you could turn this activity into a translation challenge.  First group to produce correct translation of a particular phrase gets to move their car forward.

Song gap fills

I don’t do these too often but a colleague of mine did one with a class recently.  Find a song and take out a variety of vocabulary.  You could look for words with a particular phoneme that you want students to practice or remove some verbs you have learnt recently. They listen twice or three times trying to put in the missing words and then you show them the lyric video for them to check their answers.

It is best done last lesson of the day or you will be hearing it all day.  Whilst my colleague suggested Kevin y Karla (check their Youtube channel out),  This one was a hit with my year 9s:

Differentiation: depends on the quantity words you take out.

Challenge: have two versions with words removed.  Remove significantly more from one version, or equally put the wrong words in and students correct them.

12 sided dice topic revision

If you have a set of these then great.  If not then tell students to roll a six sided die twice and add the numbers.

Set 12 tasks on the screen that link to the topic you have been studying. Give each task a points score according to complexity.

1 Simple vocabulary recall task

2 Explain grammar structure

3 Translate something

4 Make a sentence including …

etc

Differentiation: you could pair up students who are at a similar level.  You could turn it into a rally-coach task (the more advanced student does their own task but coaches a weaker individual to help them achieve).

Challenge: depends on the complexity of tasks set

GCSE: Customs & Festivals

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Picture of Santiago Sacatepequez by gringologue [CC BY-SA 2.0 (https://creativecommons.org/licenses/by-sa/2.0)%5D, via Wikimedia Commons

The Spanish speaking world is full of a variety of festivals.  From the perilous San Fermín to the picturesque Fiesta de los Patios en Córdoba or contemplative Semana Santa.  If you look further afield you will find El Día de Los Muertos/El Día de La Muerte,  and El Yipao in Colombia.

AQA refers to this topic as “customs and festivals in Spanish speaking countries/communities”.

Pearson/Edexcel refer to it as “celebrations and festivals”.

WJEC refer to it as: “festivals and celebrations”.

The ideas discussed in this blog and inevitably the language used will unavoidably favour the exam board I’m currently preparing my students for.  Nevertheless the ideas themselves should be applicable to any exam board and adaptable to languages other than Spanish.

It is worth considering how a module like this one might be examined.  It could be tested by all four skills

  • Speaking: any of the three elements could include something related to this topic.  Your sample assessment materials should give you an idea.
  • Writing: write about a festival/celebration you went to or would like to go to
  • Listening: listen to an account of Carnival and answer questions (AQA SAMS)
  • Reading: same as above but text on page

Here are some activities I have tried over the course of teaching this module.

The VLOG

This was an idea from a colleague of mine and one of the best MFL teachers I know.  The ultimate aim is that students produce a VLOG (video-blog) in which they describe a Spanish festival.  A growing number of the students I teach want to be “Youtubers” so they welcomed this idea.  Students were told they can appear in the VLOG if they choose or they could do something similar to Tio Spanish.  The main rule was that it was them doing the talking.  The structures I wanted the students to be using included the following:

it celebrates, it takes place in, it is, there is/are, you can see, you can, it starts, it finishes, it lasts, it is one of the most … , it has, it involves, it includes, I would like to go, because it looks, i would recommend it because it is.

Part 1: 2-3 lessons of controlled listening, reading, speaking and writing practice ensued trying to recycle these structures as much as possible.  I had been reading quite a bit over half-term and wanted to try out some new ideas.  One source of ideas was The Language Teacher ToolkitThe Language Teacher Toolkit.  Another was the Language Gym Blog.   A number of these formed part of the lesson and I wrote a number of texts that recycled the target structures above.

Part 2: I took the students to the ICT room.  They researched key details about a festival from a selection I had produced.  No-one did La Tomatina because that was on the scheme of work for subsequent weeks.  After that students produced a script using as many of the target structures as possible.

Part 3: They handed in their scripts, which I marked.  They then corrected and improved it based on feedback they were given so that their VLOG recording is grammatically sound.  As part of this, they also had to underline any words that they felt were tricky to pronounce.   Those that finished this redrafting process worked with me on how to pronounce the words.  Others were directed to Voki.  Whilst not perfect, it will do the job.

Part 4: Students are currently recording their vlogs.

 

Festivals that match interests.

Sometimes it is worth investigating a little more to find out some more festivals out there.  UK textbooks tend to emphasise la tomatina or navidad.  I think the former because it captures the imagination and the later because students can relate to it.  One student was quite motivated by the fería de caballos in Jerez.  Another really enjoyed looking into la mistura peruana (Peru’s food festival).  Día de amistad (South America) was perceived to be a great idea by another student and they wondered why we don’t have it here.

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Android Game

This was a way of practising the key vocabulary around festivals.  Here’s how it works:  Frodo draws 9 dots on a whiteboard in a 3×3 pattern.  Frodo then joins up 4-5 of the dots consecutively like an Android phone password.

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On the screen have 9 squares with phrases in.  These correspond to the 9 dots.

Sam’s job is to crack Frodo’s password.  Sam says the phrases on the screen trying to guess where Frodo’s password starts.  Frodo can only respond “si” when Sam has guessed the first one.  Even if he has said other parts of the pattern up to this point, he must get the first one.

The main aim here is repetition of vocabulary and familiarisation with the target structures.  You should advise students beforehand not to use their actual phone password.  You would think it might not need saying, but it does.

Trapdoor with lives

Trapdoor seems to be a staple of MFL teacher PowerPoints on TES.

trapdoor

Danielle was kind enough to let me use this example of trapdoor. You should visit her site: Morganmfl

The prevailing methodology seems to be that students restart when they get it wrong and go back to the beginning.  A slight twist I have tried recently is giving students a number of lives.  They then have to reach the end alive.  This means that they have a greater chance to use all of the vocabulary on the activity.  I tend to base the number of lives on 1-2 guesses per section.

For festivals I used the idea of a past tense account of the festival including the following vocabulary:

I went to, we went to, my friends and I went to, we participated in, we threw, a lot of, we ate, we drank, it was, we are going to go again, because it is, we are never going to go again,

Mastermind with lives

Image result for mastermind board gameAgain using the same principal as the trapdoor activity above.  Students have to guess what their partner is thinking.  They can only tell their partner how many they get right.  Place a table on the board with 3-4 columns.  The original game to the left uses four.  Personally, I prefer three for MFL lessons.  One student writes the target phrases in their book.  The other tries to guess the phrases that they have written.  This can be made quicker by giving students a number of lives.  It also means both students are likely to get a go.  Students seem to enjoy this one.

TL Questions and TL answers

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By Carlesboveserral [CC BY-SA 4.0 (https://creativecommons.org/licenses/by-sa/4.0)%5D, from Wikimedia Commons

This module has been great for training students to respond to target language questions with target language answers.  Using the AQA book, we covered la tomatina.  I wrote text about la tomatina from the point of view of “Marcos” who attended la tomatina.  There were then 8 TL questions with relatively simple answers in the text.  Part of the activity was to train pupils to look for language that is similar to the verbs in the question.

If this is the answer, what is the question

In the subsequent lesson, I jumbled up the TL questions and TL answers and asked students to match them.  The answers were on the left of the slide and questions on the right.  To increase the level of challenge in this activity, you could have students create the questions themselves.

Four Phrases One festival

Have four boxes of text on the screen.  Three of the boxes all partly describe a festival.  The final box should have some details that do not correlate with the others.  Students need to work out the festival as well as which box does not help them.  The idea behind this was to give them practice of filtering out the distractors when looking at higher level reading texts.  Depending on the level of your class you can make this as subtle as you feel is right.

Dice

I’m not quite sure where I would be without a set of 6 sided and 12 sided dice in lessons.  Aside from the rather popular “one pen one die” activity, you can do a variety of things.

Improvisation – students make a sentence based on prompt.  You could add a minimum word count to stretch them.

  1. Where was the festival?
  2. What was it about?
  3. What did you see?
  4. How was it?
  5. Who did you go with?
  6. What did you like most?

Roll, say, translate – Hugh rolls the dice and says the sentence.  Zac translates into English.

  1. se celebra en abril
  2. tiene lugar en Sevilla
  3. hay muchas casetas
  4. empieza dos semanas después de la Semana Santa
  5. la gente baila sevillanas, bebe manzanilla y come tapas
  6. Quiero visitarla porque parece bonita

etc

Extreme Snakes and Ladders

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By Druyts.t [CC BY-SA 3.0 (https://creativecommons.org/licenses/by-sa/3.0)%5D, from Wikimedia Commons

I’ll be honest with you; it is not extreme but the name seems to have an effect on classes.  Find a snakes and ladders board.  Set sentence-making challenges for anyone who lands on a number ending in 1,3,5,7,9.  You could also add a snake stopper and ladder allower.  These should be tricky tasks.

1  Where was the festival?

3  What was it about?

5  What did you see?

7  How was it?

9  Who did you go with?

Snake Stopper: make three sentences about a festival that includes the words … , … and …

Ladder Allower: Describe a festival you wouldn’t go to and why

If you have managed to read this far then well done!  Feel free to tweet any ideas to @everydaymfl or leave a comment below.

 

 

 

Some gems from ISMLA

View image on Twitter

I was recently invited to lead a seminar titled “Blogging for Languages” at the ISMLA conference in Cambridge.  I had a great time, met some great professionals and learnt a lot over the course of the day.  The following are some gems that I picked up from Jocelyn Wyburd, Wendy Ayres-Bennett and Jess Lund from the Michaela School

Jocelyn Wyburd (@jwyburd) 

Jocelyn was the first speaker at the conference.  She is the Director of Languages Centre at the University of Cambridge.  She spoke about how the landscape in the United Kingdom currently looks for languages and language learning.  There are some points from her talk that are particularly relevant and encouraging for us as MFL teachers.

Jocelyn mentioned referred to an article in the Washington Post, shared on the Transparent Language Blog that stated most important qualities required to work at Google were being a “good coach, listening, empathy, problem solver, communicating well, insights into others and critical thinker.”  STEM came last on this list.  Jocelyn’s view was that a language develops all of those qualities that Google look for.

The British Academy wrote in 2017 that half of global leaders have a arts/hums/social science degree, along with 58% of FTSE 100 CEOs and 62% of UK election candidates.  This goes against what might be expected given the current push for STEM subjects.  Jocelyn then referred to research into languages that the UK needs post-Brexit.  A summary of that research can be found here courtesy of the British Council.   There is also a report on Languages for the Future which was cited in Jocelyn’s talk.

Jocelyn’s spoke strongly about how the UK needs more MFL to remain globally competitive, how the CBI (confederation of British industry sees languages as a “valuable asset to businesses” and how the Financial Times when reviewing the book Languages after Brexit spoke of a need for greater “cultural agility”.  Again this cultural agility is something MFL teachers are developing in our lessons, departments, displays and trips.

Lastly, she mentioned 300 different languages are spoken in London.  I would imagine this situation is slightly reduced but similar in other large cities.  The MET benefit greatly from police officers with language skills.  She also highlighted the MOD, GCHQ and armed forces as recruiters who see the value of languages.

I have always been of the view that languages are important and develop a variety of skills.  Jocelyn’s talk has reminded me of how much unseen development occurs in our students, the value of languages to employers and given me some really up-to-date stats, facts and information to share with my year 9s.

Wendy  Ayres-Bennett – Multilingualism: Empowering Individuals, Transforming Societies

Wendy spoke about the MEITs programme (Multilingualism: Empowering Individuals, Transforming Societies).  Here are some nuggets of information taken from her seminar:

1 in 5 UK school children have a language other than English as their home language.

90% of UK primaries do French but transition is variable and often poor in state sector.

Cognitive Benefits of learning a language were demonstrated in a study in Canada.  The study involved 230 dementia patients.  50% were bilingual.  The bilinguals developed dementia 4 years later.  This study was then replicated in India in 2016.  Another study showed that bilinguals recovered twice as well from strokes.  Greater detail can be found in Wendy’s blog here.

Jess Lund – The Michaela Way

The Michaela School has divided opinion.  The Guardian called it Britain’s Strictest School”, Tom Bennett writes “I left, as I have before, impressed. The kids are happy, and totally loyal to the school. Parents for the most part love it.”  From what I have seen, they have a strong belief in their approach and a desire for their students to be the very best they can be.

Jess’ presentation was delivered at the kind of pace that makes speed cameras flash.  It was informative, humourous and engaging.  What came across was her love of language teaching, her passion for her pupils and her belief in the Michaela Way.

The biggest take-away for me personally was the acronym: “PROFS” (past, reasons, opinions, future, subjunctive).  How had I not come across this before?!  I introduced my year 9s to it on the Monday after the conference and they are getting the idea that PROFS = better work and higher marks.

Other ideas I took were:

  • Dotting silent letters in French to improve security with pronunciation.  Unfortunately, my French class did tests in the lesson before half-term so I have not had an opportunity to try it out!
  • Constant phonics and over-pronunciation.  I do fairly regular lessons on phonics but perhaps something more systematic and targeted would help my students even more.
  • Teaching high frequency structures earlier on.  This is something I had been trying with my year 8s but not in quite the same way.  Jess’ sets of “awesome top 10s” definitely go further than I have.  They are something I am starting to look at.

Jess’ presentation made me question a few things about language teaching:

  • Should we be teaching high frequency structures in year 7 as student enthusiasm is higher?  Also teaching the language that makes the biggest impact earlier could lead to greater long-term retention.
  • They attempt to have “no wasted time” in their lessons.  This got me thinking, out of the 50 minutes I teach, how many might have been lost?

5 things to try tomorrow

Image result for five

Here are 5 things that worked for me this week.

Voki.com

I had forgotten about this website until one of my pupils said “I know the words I just don’t know how to pronounce them when I’m practising at home”.  My internal, unvocalised reaction to this comment – a comment  innocently dropped after 4.5 years of Spanish – is probably best summarised by the picture below:

Image result for anger

In hindsight, my internal monologue should have focused on the positive “when practising at home”.  However, it was at this point that Voki came to mind.  Whilst not perfect, it does offer text to speech conversion.  It also can help occasionally with individual Spanish words.  Once you have set the voice to Spanish and the accent to a relatively clear one (our preference was for Javier).  Just remind the pupils they don’t need to sign up to use it, and also not to get distracted on creating avatars.

Imemorize 

For learning answers to questions, this is a particular favourite.  The address is as follows:

http://imemorize.org/download.html

It allows students to learn sentences and hide words to check their recall.  The activities are scaffolded quite well.  It would depend on the student who uses it as to how effective it is.

Students used to find this helpful in the days of controlled assessment.  One has also thanked me for “saving” their GCSE drama coursework.

No snakes, no ladders (Idea from Gianfranco Conti / Dylan Viñales)

Image result for snakes and ladders

Secondary MFL facebook groups such as: Secondary MFL Matters, Secondary MFL in Wales, New GCSE 9-1 resources, Global Innovative Language Teachers and others) have taken over my news-feed.  They allow some superb sharing of resources and ideas.  However, lots of activities appear briefly and then disappear: balloon towers, one pen&one dice.  This is one I want to keep.  It involves speaking, listening, reading and translation.  Students play in threes – 2 players and a referee. This is a refreshing change to the majority of MFL games, which seem to require a partner.  Full instructions for No Snakes, No Ladders can be found here.

Treasure Hunt

Treasure chest

This is a slight variation on the MFL standard of battleships.  Gives students a slightly larger grid (6×6) and tell them to hide some treasure somewhere in the grid.  This variation worked in 98% of the pairs in my class.  Sadly there was a kid who guessed it first time! 36 different squares!  What were the chances?!  I made sure that they had a rematch.

Quick Speaking Feedback

This next suggestion is a little bit embryonic.  It is something I have tried with two classes and am still considering how it might work best.

There is a huge focus in UK schools on feedback, DIRT and responding to marking.  The vast majority of DIRT I have seen on Facebook Groups and the TES relates purely to written work.  I’ve written about that here.

I started to consider how I may give short quick feedback on speaking, a skill I believe to be substantially more important than writing.  With two year 8 classes, I went around asking them to read a longer paragraph from a textbook page (Mira 2 or Listos 2).  Whilst they were reading out loud, I scribbled one quick sentence in their book regarding their pronunciation.  Some of the notes looked like this:

Speaking Feedback

  • Check “ci/ce” in middle of words – should sound like “th”  eg: “vacaciones”, “francia”
  • Remember ll = y
  • Superb today, nothing to correct!
  • Remember silent h when starting a word, otherwise fine.

To save time and workload, I wrote one sentence per student.  It did not take long to go through the class.

For those of you wanting students to respond to it then there were two ways I tried to engender this.  Firstly, I modelled the sentence and then they repeated it back to me.  This helped some to understand how it should sound.  Secondly, I wrote a list of 4-5 words in their book that I wanted them to say containing the same sound.  Lastly, in light of everything I had heard, I planned a lesson around J and G in Spanish.  This youtube clip was helpful in that lesson.  It took the focus off of me and gave them plenty of examples.  In that lesson I read out a list of words and students corrected me if I made a mistake.  We had races of words involving Js and Gs along with trying a few tongue twisters corporately and individually.

What I noticed from this was that some students got a substantial confidence boost.  Their ability to pronounce words was better than they perceived it to be.  Others appreciated the quick feedback.  Some appreciated being able to respond to the feedback without a lengthy redraft of a piece of work.  They also appreciated the lesson working on the J and G.

I’m still mulling over where to take this and what to do to refine the process but it was well received by the students and did appear to have a positive effect.

 

 

GCSE: Global Issues & Environment

Image result for environment

This was an ambitious one.  Trying to make the topics of environment and global issues interesting was not the easiest task I have ever set myself.  I’m admit that I am not entirely sure if I have succeeded on this one.  Hopefully there is something for every reader.  Maybe it is an activity, or an idea below reminds you of a great resource or activity you have not used for a while.

Before I start, the reader should be aware of the following:

  • AQA refers to “global issues” and refers to “the environment”, “poverty/homelessness”
  • Edexcel/Pearson refers to “international and global dimension” with subheadings of “environmental issues, being green, access to natural resources”
  • WJEC simply refers to “global sustainability”.

I have done my best to put ideas that can be applied to all boards.  There will be a lean towards one in terms of the language used as that is what I am currently teaching.  There is certainly no intent to promote one above the other.

This post will look at a mix of the environment and global issues.  Poverty was covered here as I thought it went well with charity and volunteering.

What can I do with these themes?

Environment is a great opportunity to recycle or introduce previously learnt language.  In the past I have taught “you must” and similar phrases.  It has been used to revise the future (“will” or “going to”).  I have also used it as a means of teaching the conditional (“i could…”).  Lastly, it was a good means of introducing students to the subjunctive with impersonal statements such as “es necesario que”.  They were then introduced to the subjunctive properly with the global issues.  Global issues also became a good way to revise comparatives and superlatives.

Will my students be interested?

I think this is all about the “buy-in” from students.  Some will have an interest in the environment and being environmentally friendly.  They will go along with you on this topic.  I can picture that with other groups, and you know the ones I mean, it might be a tough ask.  I think in this case, any “buy-in” comes from the possibility that this topic could confront them on a roleplay card or photocard and they need to be ready for it.  Some may not engage at all.   I found the global issues topic engaged a mixed ability group, particularly the debate mentioned below.

Match up L2 & L2

Having seen this on a past paper example, I have started to use it more with my GCSE students.  There is a reasonably detailed reading text about a topic.  Opposite the text are 4 text messages from supposed young people that relate to points made in the text.

This infographic from día mundial del medio ambiente would serve just such a purpose.  students would have to write a number based on the alleged text messages sent by 4 supposed teenagers.

I have put links to two French ones below and two German ones as examples, you may be able to find better ones.

French infographic 1

French Infographic 2

German Infographic 1

German Infographic 2

These are simple ways to include some literary texts in your lessons without having to produce too much.  There are other ways to include literary texts in your lessons but that is another blogpost.

You can also create your own infographics if you were looking for a different reading text for recycling vocabulary.  Easel.ly  and Infogram were two I came across on a brief search.  If you know of a great one, put it in the comments section and claim the title of “First Commenter of 2018”.

Fake Whatsapp

I discovered this whatsapp generator.  The disadvantage in using it is that it does mean a bit of work in terms of resource preparation.  However, it will stop the normal glazing over that occurs when students see the textbook displaying a Nokia 3210 with buttons and a green screen (also known as the good old days).  The advantage is that you can produce the language and recycle plenty of vocabulary that you have covered in class.

How does this relate to global issues?  Very simple.  Create a fake group-chat using fakeWhatsapp.  Person 1 in the chat suggests they have a project where they have to ask people what they do to help the environment.  Persons 2,3,4,5 simply answer with what they do.  You could set some comprehension questions.  You could read out some statements that they then match to the people in the conversation.  Students could produce their own groupchat mimicking your one.  Plenty of options here.

How environmentally-friendly are you?

Some textbooks will have these.  However, if you are good with the language then translating this one will not take long.  You can probably find others on the TES website.  Quizzes are a great way to recycle and repeat language, along with revising time adverbs. Partners take turns reading the question and answering them.  If answers are linked to points then students could grade how environmentally friendly they are.

Do you turn out the lights on leaving the house?

  • A. I always turn out the lights on leaving the house
  • B. I often turn out the lights on leaving the house
  • C. I sometimes turn out the lights on leaving the house
  • D. Never.  I’m scared of the dark

The advantage of preparing your own is the recycling of previously learnt language.

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9 Lives

Using the quiz above.  Students pre-select an answer for each question.  Their partner then has to get from the start of the quiz to the end of the quiz.  Each time they are wrong, they lose a life.

Person 1 pre-selects answers

Person 1 reads question “Do you turn out the lights on leaving the house?”

Person 2 tries to guess pre-selected answer. “I always turn out the lights on leaving the house”

Person 1: “non/nein/no”

Person 2: now down to 8 lives, tries to guess pre-selected answer  “I sometimes turn out the lights on leaving the house”

Person 1: “oui/ja/si” reads next question “How often do you have a shower?”

and so it goes on…

 

povAntarctica, Ice, Caps, Mountains, Penguin, Ice Bergs

7 pictures 7 sentences

This was adapted from a commercially produced textbook.  It involved 7 sentences, each was divided in two.  There was also a picture.  The first task was to match the sentence halves and then match the sentences to the pictures underneath.  It would not take much to create your own version of this.

Moving on from the activity above, you could use these as a start of a photo-card discussion.  You could also simply get the pupils to generate sentences relating to the picture.

 

20150802_212412

Recycling container seen in San Sebastian.

Containers Card Sort

Again an adaptation of a commercially produced textbook (the same one in fact).  It was a great way to acquire and use a variety of vocabulary in a meaningful context.  Give students a series of headings in books (such as recycling containers) and a set of vocabulary (that can go in the containers).  You could adapt this to different levels

Easy: put vocabulary in correct container

Medium: Scaffolded sentences explaining where you would put each item

Hard: Use of conditional + direct object.  I would put it in … because

 

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Debate in progress             Photo Credit: Conselho Nacional de Justiça – CNJ Flickr via Compfight cc

Superlative/Comparative Debate

This was an activity that happened after a few lessons, in which we had covered opinion phrases, superlatives, subjunctive and global issues vocabulary.

A few years ago, there were a number of teachers talking about “Grouptalk”.  One of the ideas I saw was the idea of a cyclical discussion.  Students would start a discussion on a table of four and try to keep it going as long as possible.  I tried this last year with a mixed ability year 10 group on the “biggest problem facing the world”.  The conversation was heavily scaffolded with vocabulary help and some prompts on paper.  I have rendered the potential conversation below in English.  Names have been altered.

Ross: “In my opinion, the biggest problem in the world is poverty  What do you think Phoebe?”

Phoebe: “For me, the biggest problem in the world is terrorism.  Joey, in your opinion, between racism and terrorism, which is worse?”

Joey: “I believe that world leaders are the biggest problem.”

Rachel (interrupting) : “Joey you’re completely wrong, it’s global warming.”

Joey: “I disagree.  Ross, what do you think: global warming or terrorism?”

Students were genuinely surprised that they could take part in a relatively tricky debate entirely in the TL.

Debate Round 2: Bingo cards

Were I to do the debate above again, I would give 5×5 grid bingo cards with phrases to use.  Students that complete a line or a row would receive some form of reward.  Something like this could work…

Questions Subjunctives Opinion phrases Fancy Language
I asked someone an opinion me da miedo que exista Desde mi punto de vista aunque quisiera pensar de otra manera
I asked a question with two options es increíble que haya Opino que el problema que nos enfrenta es
Finished statement with a question no creo que sea A mi modo de ver y por si eso fuera poco

If you do not trust the student who is claiming the reward then you have two options:

  1. Students have to tell you one or two of the ways they used the phrases above
  2. Their partner completes it while they talk
Image result for tarsia

Original Tarsia

Environment Tarsia

Formerly an italian Renaissance design motif, now an educational activity.  The idea of Tarsia puzzles was hotly debated on the GILT Facebook Group a while back.  Some were heavily in favour; others were heavily against.  Arguments for included testing of vocabulary.  Arguments against suggested it was testing of being able to put shapes together.  Both points of view have been put forward by experienced colleagues.  Rather than a simple English-German matchup, I have tried to make them more challenging by doing the following:

  1. Populate it with a mix of seen and unseen vocabulary.
  2. Have the words around the outside edge as well – Maths do this with formulas to great effect.  Students could translate the outside edge vocabulary as an extension task.
  3. Have the tarsia composed entirely of synonyms in TL.
  4. Have the tarsia composed of starts and ends of sentences.
  5. Have the tarsia composed of a mixture of haben/sein verbs in perfect tense or etre/avoir verbs in passé composé.

Tarsia are puzzles I was introduced to by our maths department.  They were used to match up formulas that would give the same result but there are many ways to adapt them for MFL.  A google image search of the word will show you how they look.  How can you make one?  Download the program here.  They are quite heavy on the photocopying and chopping up so you may need your tutor group to do the chopping for you.

 

Plenty to come from EverydayMFL

Dear all.

It’s the summer holidays so I’m taking a few weeks off.  From September there will hopefully be more regular posts as things got a little sporadic towards the end of last term.

In the meantime you can have a read of the following:

Top post:  Outstanding MFL Everyday

Second most popular post: GCSE Revision

Third most popular post: Feedback and marking.

Least popular posts: 5 Things to try tomorrow and 5 ideas to try this week

One for the NQTs: First Lesson of the year

Posts to come in the new academic year:

  • Making marking work
  • Teaching the new GCSE – reflections at the halfway point.
  • What is going to be different this year (lessons learnt from The Language Gym)

I’m sure there will be others but those are the three I’m working on.

Have a great summer!

 

5 Things to try tomorrow

Number, Five, 5, Digit

It has been a while since writing one of these (or anything) so here are 5 things to try tomorrow.

Everydaymfl has been a little bit quiet of late but posts in the works include one on questioning and possibly one on the new GCSE – what I learnt teaching it so far.

No writing lessons

Writing is one of the easiest skills to show progress with.

  1. Student writes something
  2. Teacher corrects
  3. Student improves

However, students are used to a lot of this.  It really is quite something for them to have a “no writing” lesson in a subject they will typically associate with writing.  An entire lesson of speaking and listening is not a bad thing as it reminds them how important the skills are.   Some groups will be noticeably more enthused by this idea.  It is quite heavy on the planning and paired activity so you may want a settling activity at some point – perhaps hands up listening.

Group Model Essay

After my year 10 group seemed somewhat intimidated by the 150 word task in the new GCSE, I thought I would approach it gradually.  Here is what we did:

They were given a 150 word task from the AQA textbook.

In groups of 4 they drafted the best response on mini-whiteboards that they could come up with.  After some feedback from me, they improved the draft on mini-whiteboards.  One member of the group put it on to paper.  They handed them in and I typed them up on a word document with significant amounts of space around them.  I annotated the work highlighting tenses, good bits of grammar (comparatives, superlatives, subjunctives) and double ticks for anything that particularly stood out.

This was really well received and sometimes it is helpful to know “what a good one looks like” but also to know that you were involved in producing it.

Micro-listening enhancers

I have read a lot about these on Gianfranco Conti’s website.  I have found myself using them quite a bit recently as my speakers are kaputt.  The pupils did seem to be gaining confidence from them.  In teaching the perfect tense in Spanish, it seemed to have a positive effect on the pronunciation of “he” and “ha” et al later in the lesson.  Well worth a try and something I am looking to do a bit more of earlier on.

Photo Credit: immaculate-photons Flickr via Compfight cc

Photo Credit: immaculate-photons Flickr via Compfight cc

MM Paired Speaking

Possibly one of my favourite activities.  The MM refers to a lady I worked with on my PGCE.  In my mind the activity is named after her for two reasons.  1) I have never seen anyone else do it.  2) I’ve no idea what to call it!

Students divide their page into 3 columns.  If they don’t have a ruler then gentle folds work well.

  • Column 1: days of the week or time phrases in a list going down.  3 lines between each approximately
  • Column 2: draw simple picture representing an activity
  • Column 3: leave blank.
  1. Person A asks question for example: “Qué hiciste el lunes”
  2. Person B responds using time phrase and makes sentence based on picture “el lunes fui de compras”.
  3. Person A notes down in the empty column what their partner did on Monday.

You can add challenge by getting Person A to write in the third person on step 3.  You could differentiate for weaker learners by getting them to write a quick note as to what they heard.

This is a very versatile activity as it can be adapted to different tenses and languages easily.  It is good speaking and listening practice at the same time.  Both students should have that last column filled by the end of the activity.

The Future Tense Three Musketeers 

This came from a teacher I used to work with.  She would teach the future tense telling students that there are three musketeers.

Musketeer number 1 has 6 moves in Spanish.  Musketeer number 2 always does the same thing. Musketeer has different disguises but you can always tell it is him by looking at the ending.  The three can never be separated.  Once the concept has been introduced you may then move on to some mini-whiteboard practice.  Telling students to check musketeer number 1,2 or 3 seems to be quite effective.  It also seems to eradicate “voy a juego” or “voy a hago”

1                       2                                            3

Voy                  a                   ______________AR/ER/IR

Vas

Va

Vamos

Vais

Van

 

5 Things to try tomorrow

Here are 5 things I have tried this week…

Los Meses Del Año en estilo Macarena.  

The kids loved this!  The trick is getting them to practise the lyrics before doing it with the actions.

 

Equipment check in TL

This idea was borrowed from an excellent seminar by Eva Lamb earlier this year.  When teaching students the items in the pencil case then get them to do an equipment check and stitch up their friend.

Persona 1: ¿Tienes un lápiz?

Persona 2: Si, tengo un lápiz.

Persona 1: ¿Tienes una calculadora?

Persona 2: no tengo una calculadora

Persona 1: ¡Señor, mi compañero no tiene calculadora!

12 sided dice revision

Teach a topic, such as family.  Then at the end of the topic go through with the students how the new speaking exams will take shape.  There is a general conversation section.  Get a set of 12 sided dice and set a GCSE group 12 questions of which they must ask their partner at least 7.  I found this was a great way of practising, ensuring spontaneity and helping them to learn to deal with unpredictability.  The students then peer assessed their partner using the following guidelines:

  1. Start low, ask yourself: did they do that?  If yes, move up.
  2. When you have reached the highest level.  Ask yourself: how well did they do?
  3. Pick a mark higher or lower depending on answer to Q2

12 sided dice were a great little investment and did not break the bank.

3 Minute KS3 Marking

 

Photo Credit: Leo Reynolds Flickr via Compfight cc

Photo Credit: Leo Reynolds Flickr via Compfight cc

This is a variation on a strategy suggested by Ross Morrison McGill (known to Twitter people as @TeacherToolkit).  Normally the suggestions from Teacher Toolkit take 5 minutes; this one takes two!!    I cannot find the original link but I believe he suggested only 2 minutes per book.  I have been trying it this week with some success and no perceptible dip in quality.  If you can manage 2 minutes then even better.  Here’s the Math…

2mins x class of 34 = 68mins

3mins x class of 34 = 102mins

Now if you’re like me a class of 34 is a massive amount all at once but the principle really helps.  You can still highlight errors, write a positive comment and set 2-3 targets in this time.

My Favourite Spanish Alphabet Song

I have used this as a way of recapping the phonics we did in the first lesson (see Rachel Hawkes for Powerpoints on this).  The lesson consists of introducing the alphabet sounds and getting a handle on those.  Then I use it as a vehicle to remind the students of the sound and spelling links.  We then look at a verse from a song (without telling them what it is) going through how each word should be said.  If they know the rules, they can do most of the words, before concerning themselves with what song it is.  We use the first verse of this one below…

 

Keeping Year 9 going…

New_Chums_beach_Whangapoua_Waikato.jpg

It’s that time of year again.  Year 11 have gone.  Year 10 are thinking about work experience. Year 9s become that little bit more difficult to teach.

I got lucky this year.  I got a rather nice year 9 group.  They are a group with a mixture of middle and top set characters with a handful of lower ones thrown in.  The words mixed ability make the range of abilities sound wider than it is.

Over the past 5 years I have not been so lucky.  This post is an exploration of the variety of strategies I’ve tried.  The following picture does not represent a strategy but is definitely reflective of how it has felt at times:

OLYMPUS DIGITAL CAMERA

9×4 teaching aid.

Prepare a presentation/poster

Sometimes we do not get enough time to cover the extensive culture and history that surround the languages we teach.  Students prepare a presentation in groups of two or three to be delivered to their class.

How to vary it:

  • Give students a choice of delivery styles: interview, powerpoint and speech, podcast recorded using apps like spreaker , giant A2/A3 poster for corridor complete with text and pictures.  If you are a school with ipads then a whole world of possibilities are probably open to you (leave suggestions in the comments section).
  • To use TL or not to use TL.  With groups where most carry on til GCSE then insist on some TL, otherwise make the activity about presentation skills (perhaps colloaborate with English).
  • Horrible Histories.  Having met Terry Deary, the man is on to something.  The more gory or wacky it is; the more kids  will read about it.  Perhaps get your kids to go after the lesser known facts.
  • Ban certain websites.  Wikipedia is not always correct.  At university when I looked up the Spanish Civil War it turned out it was Manchester United’s sub goalkeeper!  Encourage use of reputable sources.
History Culture Geography
Guerra de independencia Don Quixote Espana
Islamic Conquest of Spain Gabriel Garcia Marquez Bolivia
The Inquistion Cataluna Peru
Colombus Castilla y Leon Paraguay
Spanish Civil War El País Vasco Chile
Franco Flamenco Ecuador
Juan Carlos de Borbon Tango Honduras
Zapatero Bullfighting Costa Rica
Ernesto Che Guevara Galicia Puerto Rico
Simon Bolivar Bunuel Venezuela
Al Andalus La tomatina Colombia
Eva Peron San Fermin Los Andes
Evo Morales Pedro Almodovar El salar de uyuni
Diego Maradona Las islas canarias Patagonia

Spanish survival kit

Everything needed for the casual tourist.  What does a holidaying student need?

WEEK THEME
1 Introductions

Name ¿Cómo te llamas? Me llamo …,

How are you + opinions¿Qué tal? ¿ Cómo estás?

Numbers 1 – 20, Age ¿Cuántos años tienes?

Alphabet,

2 Personal information

Where live ¿Dónde vives? Vivo en …

Holiday dates, times

3 Food and drink

Basic vocabulary

Ordering in a restaurant/bar/café

Complaining – this is not what I ordered etc

Money and shopping

Currency

Asking how much

Understanding larger numbers and prices

I would like Quisiera …

I like/don’t like Me gusta…/ No me gusta …

5 Directions

Asking where places are in a town ¿Dónde está …? Esta … ¿Hay … par aquí?

Understanding directions

6 Revision

There are obvious benefits to this approach.  It gives students some revision of the basics and prepares them for holidays.  The downside is that it is too simplistic for some.

Start GCSE

This is this year’s idea.  As a department we looked at the new specs and decided there was some stuff we have never taught.  So we decided to give it a go.  The results have been surprising.  Most students seem to have taken to it as they appreciate it is necessary for their classmates.  Other groups with slightly lower numbers of GCSE students have found it a bit tougher.  They do however appreciate the more advanced themes (global understanding) and focus on being able to make up stuff on the spot.  Rachel Hawkes writes that students judge their TL abilities based on what they can say and she is right.

A Film

“But SLT would never allow it!!” I hear you scream.  You may be right but at the same time there is a lot to be gained, if it is handled well.

Things to consider:

  • Get permission from parents, HoD and SLT if needed.
  • Make sure it is already on your scheme of work!  History show films regularly, why not mfl?
  • Create a worksheet with questions to provoke thought.
  • Give pupils a selection of words to find and switch the subtitles on.
  • Give pupils a synopsis to translate sections of before starting.
  • Give the pupils some character bios to translate before starting.
  • Give the pupils some character bios to fill in during the film with multiple choice options.  Eg: Ramón es descapacitado / paralisado / activo
  • You could show them the trailer to give an overall picture.
  • You could give them a series of pictures from the film to put in order afterwards .(perhaps with a short Spanish explanation underneath.
  • You could write some true/false sentences for the students to work out.
  • You could make a multiple choice quiz based on the film using Kahoot to gauge their understanding of the film.

One of the most difficult GCSE groups I ever taught was spellbound watching el mar adentro.  17 boys, 2 girls and they were transfixed.  It also fed quite nicely into their Philosophy, Theology, Ethics lessons at the time.

Grammar Revision

If you have a group doing GCSE then take them on a grammar crashcourse.  I believe grammar teaching is important and it can be fun (post on quirky ways to teach grammar is coming soon).

Expo and Mira tend to cover something grammatical and then assume it is mastered at the end of that particular page.  The next time it is revisited, it will be similar but with something new added.  If you are following one of these schemes then you may find students are not quite as adept with the grammar as you would like.  Graham Nuthall (The Hidden Lives of Learners) suggests students need three exposures to new concepts before they start to embed them.  If you are using the above textbooks, it is entirely possible that students will only have had one exposure to some concepts.

The Euros, world cup, Olympics, Women’s World Cup, Wimbledon

Use it as an opportunity to teach opinions and the future tense in the third person.  You could also use it to revise past tense, weather and a variety of vocabulary.  More ideas on Wimbledon can be found here with this shameless self-promotion link.

I think that … is going to win

In my opinion England will win etc.

Perhaps you do something different entirely, leave it in the comments section below!

Outstanding MFL everyday.

‘Hypothetical’ conversation overheard in staffroom:

Experienced teacher 1: “I delivered a number of outstanding lessons today”

Experienced teacher 2 “Ha! Your definition of an outstanding lesson is you putting your feet up while the kids are standing outside!”

Experienced teacher 1: “you saw them then!”

I’ve seen a lot of requests on TES forums, Twitter and Facebook for outstanding activities or an outstanding lesson on (insert topic here).  I’ve probably wished for a few myself in the past.  There’s nothing wrong with asking for something that works when you’re low on time and your desk is covered by paper and looks like a scale model of the himalayas. What makes an outstanding lesson is highly subjective and is based largely on the observations of the person watching.  I think even OFSTED realised this recently.  OFSTED say they will no longer grade individual lessons or learning walks.  This is good news, although they have to deliver a judgement on quality of teaching and learning across the school so some form of grading still has to take place (in their heads one assumes). Teaching and learning still has to be judged as outstanding/good/requires improvement/inadequate.

This is not a post on “how to play the OFSTED game” as the only OFSTED game to be played is simply high quality teaching and learning.  It is a post about the key ingredients for an outstanding lesson and how we might apply those in MFL teaching everyday.

Before we look at the ingredients.  Let’s hear it from the horses mouth:

Inspectors will use a considerable amount of first-hand evidence gained from observing pupils in lessons, talking to them about their work, scrutinising their work and assessing how well leaders are securing continual improvements in teaching. Direct observations in lessons will be supplemented by a range of other evidence to enable inspectors to evaluate the impact that teachers and support assistants have on pupils’ progress. Inspectors will not grade the quality of teaching, learning and assessment in individual lessons or learning walks.

Inspectors will consider:

  • how information at transition points between schools is used effectively so that teachers plan to meet pupils’ needs in all lessons from the outset – this is particularly important between the early years and Key Stage 1 and between Key Stages 2 and 3
  • whether work in all year groups, particularly in Key Stage 3, is demanding enough for all pupils
  • pupils’ views about the work they have undertaken, what they have learned from it and their experience of teaching and learning over time
  • information from discussions about teaching, learning and assessment with teachers, teaching assistants and other staff
  • parents’ views about the quality of teaching, whether they feel their children are challenged sufficiently and how quickly leaders tackle poor teaching
  • scrutiny of pupils’ work, with particular attention to:
  • pupils’ effort and success in completing their work, both in and outside lessons, so that they can progress and enjoy learning across the curriculum
  • how pupils’ knowledge, understanding and skills have developed and improved
  • the level of challenge and whether pupils have to grapple appropriately with content, not necessarily ‘getting it right’ first time, which could be evidence that the work is too easy
  • how well teachers’ feedback, written and oral, is used by pupils to improve their knowledge, understanding and skills. 

Source text here P44.

Outstanding (1)

  • Teachers demonstrate deep knowledge and understanding of the subjects they teach. They use questioning highly effectively and demonstrate understanding of the ways pupils think about subject content. They identify pupils’ common misconceptions and act to ensure they are corrected.
  • Teachers plan lessons very effectively, making maximum use of lesson time and coordinating lesson resources well. They manage pupils’ behaviour highly effectively with clear rules that are consistently enforced.
  • Teachers provide adequate time for practice to embed the pupils’ knowledge, understanding and skills securely. They introduce subject content progressively and constantly demand more of pupils. Teachers identify and support any pupil who is falling behind, and enable almost all to catch up.
  • Teachers check pupils’ understanding systematically and effectively in lessons, offering clearly directed and timely support.
  • Teachers provide pupils with incisive feedback, in line with the school’s assessment policy, about what pupils can do to improve their knowledge, understanding and skills. The pupils use this feedback effectively.
  • Teachers set challenging homework, in line with the school’s policy and as appropriate for the age and stage of pupils, that consolidates learning, deepens understanding and prepares pupils very well for work to come.
  • Teachers embed reading, writing and communication and, where appropriate, mathematics exceptionally well across the curriculum, equipping all pupils with the necessary skills to make progress. For younger children in particular, phonics teaching is highly effective in enabling them to tackle unfamiliar words.
  • Teachers are determined that pupils achieve well. They encourage pupils to try hard, recognise their efforts and ensure that pupils take pride in all aspects of their work. Teachers have consistently high expectations of all pupils’ attitudes to learning.
  • Pupils love the challenge of learning and are resilient to failure. They are curious, interested learners who seek out and use new information to develop, consolidate and deepen their knowledge, understanding and skills. They thrive in lessons and also regularly take up opportunities to learn through extra-curricular activities.
  • Pupils are eager to know how to improve their learning. They capitalise on opportunities to use feedback, written or oral, to improve.
  • Parents are provided with clear and timely information on how well their child is progressing and how well their child is doing in relation to the standards expected. Parents are given guidance about how to support their child to improve.
  • Teachers are quick to challenge stereotypes and the use of derogatory language in lessons and around the school. Resources and teaching strategies reflect and value the diversity of pupils’ experiences and provide pupils with a comprehensive understanding of people and communities beyond their immediate experience.

So let’s have a look at those key ingredients and what they mean for us in the classroom:

Key Ingredient: What it means for MFL teachers:
Transition information We need a knowledge of where the children are coming from.  We need some idea of how much language tuition the children have had, what language and how effectively it was taught.  This is more applicable to year 7.  As far as year 8s and 9s are concerned, you will need an idea of where they finished at the end of year 7.
Challenge Is your work demanding enough?  I don’t mean simply sticking an extension task on a starter or a reading activity.  Are you sufficiently challenging that little lass who finishes the task seconds after you have explained it?  Should she have finished that quickly?  Are your tasks differentiated enough to keep all students challenged and engaged?  Could you give different students a different task?  How could you reward risk-taking with the language?
Pupils views ARGH?!   What would they say about your lessons?
Parents views Informed by the above as few parents have likely seen your superb lesson on the future tense!
Scrutiny of work From this I understand the following:

1)      Pupils must be seen to be making an effort and doing well and this should be seen through their exercise books.

2)      There must be some evidence that their abilities have improved.  You can do this through various ways.  Some staff will use charts with “can do” statements or it could simply be that there are less corrections in the book later in the year.

3)      There must be some work that is not “too easy” for them where they struggle.  Struggle is part of learning so that is not a bad thing.  If it is all ticked and correct then it could be interpreted as too easy.

4)      Feedback should inform and foster improvements in knowledge, understanding and skills.  For more on feedback see here

Subject Knowledge Must be evident along with questioning.  Questioning varies depending on subjects.  I think certain subjects have it easier than MFL but students could deduce a grammar rule if given sufficient examples and then go on to some structured practice of that rule.  If you are thinking of ways to develop your subject knowledge then look no further:  Keeping your languages up!
Effective Planning No time wasted and all resources readily available and accessible.  They may not want to see a lesson plan per se but would expect to see a well planned MFL lesson.  This is probably the best thing I have read on planning an MFL lesson.
Behaviour Management Clear rules and consistently enforced.  I would argue that there is nothing wrong with removing a student whose behaviour is detrimental to the progress of the rest of the class, even in an observation.
Adequate practice time Pupils must be allowed enough time to practice and embed what they are learning.  There must then be a definite increase in demand and evident progression in difficulty of the material covered in the lesson.  Practice in MFL will obvious take place through different skills but it is worth considering: how do they link to your overall objectives in that lesson?
Checking understanding Understanding must be checked and any misconceptions identified.  You can probably tell who will struggle so maybe set the class a short activity that they can use to demonstrate their learning, while you go and help those who need it.
Challenging h/wk Homework could consolidate, extend or prepare the students for future work.  It should do all of these.  More on homework here
Literacy and Numeracy Whilst numeracy is harder to shoehorn into MFL, literacy is very much the bedrock of what we do.  Start using grammatical terms and do not shy away from them.  You’re a language teacher and probably a fan of the odd reflexive verb, subordinating conjunction or relative clause.
Pupils know how to improve Pupils have to know how they can make their French/Spanish/German better.  What does their book tell them and what does your classroom wall tell them?
Challenging stereotypes As MFL teachers we are in an ideal place to do this and hopefully avoid situations like the recent awful match of the day video where the presenters butcher the French language.  I’m not giving you a link, as a football fan I find it embarrassing.

OFSTED’s descriptions miss out one major feature of teaching that I believe is key to delivering outstanding lessons and that is relationships.  Admittedly you can produce an outstanding lesson that meets all of the above boxes but there is likely to be one question in the observer’s mind that also needs answering: “would I be happy for this person to teach my kids?”  Your relationships with your students will answer that.  John Tomsett says: ‘Fundamentally students need to feel loved and I really don’t care what anyone might think of that, to be honest, because if I know anything about teaching, I know that is true.’

What could I do now? 5 things to try this term.

If you’re English then make a cup of tea before contemplating the following:

  1. Build those relationships.  Grab your seating plans or markbook and find 3 students per class who you are going to develop your relationship with.  How are you going to do that?  Will you be teaching those kids next year?  Who knows?  Do it anyway.
  2. Key Ingredients.  Pick one of the key ingredients that you need to work on.  In your planning for next week incorporate it into every lesson.  Yep, that’s every single one.  It’s all very well reading a blog post but you have to act on it.  My Headteacher likes the phrase purposeful practice.  To paraphrase Aristotle, “we are what we repeatedly do.  Excellence therefore is a habit not an act.”
  3. Share.  Share the OFSTED descriptors or key ingredients above with your department.  What ones do you want to work on over the coming weeks?  What do you need to put into place for next year?
  4. Gained time.  Can you devote some of it to CPD?  Who in your department is good at challenge, differentiation, target language use?  Who could you learn from?
  5. Power of praise.  I used to do termly phone-calls home to a parent to give some positive feedback on a student.  I’ve slipped on this and may well do a few in the coming half-term.  Shaun Allison writes about them here.  You could also do an email although make sure you personalise it.  One simple phone-call has massive potential in terms of relationship with the pupil, their parents and the parents of other students.
  6. Consider September.  Yep, right now!  September is where we set the tone, set the patterns and culture in our departments, what would you like an observer to see if they entered your classroom?  What needs to be part of your practice?
  7. Iron sharpening iron.  “As iron sharpens iron, so one person sharpens another” (biblical proverb).  I love this proverb as it applies to most areas of life. Another person can always be guaranteed to sharpen you and smooth out the rough edges.  Most NQTs have a mentor and most PGCE trainees do too.  Once we exit that process, we are on our own.  Who could you work with to improve your own teaching?  Can you get them to pop in and watch?  No notes, no agenda, no judgments and no threat, but just someone there simply to develop your practice.

Further Reading

Indicators of Outstanding – a blog post by education adviser Mary Myatt.

Great Lessons – a series of blogs by Tom Sherrington (Headteacher) on what makes for great lessons.

An Outstanding Teacher – short blog post by Shaun Allison

Six Steps to Outstanding – I read this when I was starting as an NQT and found it useful.

Everyday Feedback & Marking

Update: Government publish results of review into marking.  It’s worth a read and the three principles of “meaningful, manageable and motivating” are sound.  

Feedback and marking conjure up a variety of responses.  Some teachers secretly enjoy it. Some would like to drop their marking pile in a woodchipping machine.  If you are reading this because you want to improve your feedback then hopefully you find something new to try.  If you are snowed under then I would point you in this direction.

We know from research by people such as John Hattie that feedback can be incredibly important.  Two videos that demonstrate the importance of feedback and how it can be used well are below.   The first: Austin’s Butterfly, has done the rounds on Twitter, Facebook and in schools.  Watch for the kid at about the 45-50second mark with his encyclopaedic knowledge of butterflies…

The second video shows that over time with a diet of quality instruction and effective feedback people generally improve at whatever they are doing.  Pay attention to his control, his reactions and his speed.  It is one way I get the kids to “buy in” to my marking and then the subsequent reflection time.

 

Feedback or Feedforward?

I know, “feedforward” is not a word but this came from a discussion with some colleagues the other day.  Most students do not care about the work they have done once it is over.   They care about the next piece.  So whilst our feedback is reactionary and responds to what they have done, they are already looking at the next thing.  One colleague said that he gets students to copy the target from the previous piece of written work at the top of the next piece of written work they are set, so that it is in their mind while they are producing it.  If you are following Mira 2 then you maybe approaching a module on clothes.  Here is how you could apply this:

Homework 1: Produce a 75 words on things you wear at different times

Student completes piece of work with the following 2 targets

  1. Try to use a greater variety of vocabulary
  2. Add reasons to opinions given

Homework 2: write 75 words about a party you went to and what you wore

Student writes at top of work

  • TARGET: Use greater variety of vocabulary.
  • HOW: no repeated nouns or adjectives where possible.

Suddenly we have a situation where the feedback informs the next piece of work.  This means the next piece of work is not only a response to the marking but it is also driving the learning forward.

Do you use coloured pens?

Schools vary on this.  Here are some of the ones out there I have heard about:

  • The purple pen of progress.  This is for improvements to work or redrafting of work.
  • The pink pen of pride.  This is for work a teacher wishes to highlight as particularly good or because of how well the task has been met by what has been written
  • The green pen of growth.  This incorporates targets to improve.
  • The green pen of peer assessment.  It’s for peer assessment, the clue is in the name.  It is quite a good way of visually defining who did the marking (more for observer than the kid)
  • The red pen of teacher marking.
  • The turquoise pen of…you’re just making it up now!

I have seen coloured pens used really effectively in one of our feeder primary schools.  The presentation of their work is stunning too particularly given a very tough catchment area.  Something goes wrong between the Summer of year 6 and the Autumn of year 7, cynics might suggest it’s adolescence…

Highlighters

My new favourite.  This came originally from a colleague in Bristol and a colleague currently on maternity leave.  Underlining an entire piece of work in different highlighters.

  • Green = good leave it as it is
  • Yellow = something needs correcting

You could add some codes such as  (G) = grammar  (W.O) = word order  (S) = Spelling    to aid understanding where needed or just let the yellow stand for itself and force the burden of correction and thought back on to the pupil.  Some may disagree but I find this visually powerful for the kids.  Weaker ability kids who receive a piece of work that is largely green with one or two hints of yellow get a massive morale boost from this.  Even the ones that get more yellow than green benefit as they still appreciate knowing that at least some of it was right!

Stamps

Ross Mcgill who runs the Teacher Toolkit website has a post about verbal feedback stamps. I see no point in repeating him.  However many stamps can save time and I have benefited from the stamp stacks supplied by a website out there.  The stamps contain things such as:

  • “please give nouns a capital”
  • “please take more care over presentation”
  • “please watch your verb endings”
  • “great work, keep it up!”

DIRT

I mentioned DIRT mats in this post.  There are a number of things you can do to maximise DIRT time.  Firstly, make it really clear what you want students to do with the time and how you want them to do it.  Secondly, refuse to take any questions apart from ones concerning your handwriting for the first 5 minutes.  Lastly in that first 5 minutes, focus on the ones who need your attention most.

Prove to me beyond all reasonable doubt

My Head of Department posed a difficult question last week: “early on in year 7 when you have an able kid getting everything right, what feedback do you give that drives their learning forward?” I happen to have just such a year 7 so here is what I tried.  When we have done grammatical exercises, her DIRT task has been to “prove beyond all reasonable doubt that you can apply the grammar points from the previous lesson using pages … of Mira 1,2,3”.  She then gets on with exercises that challenge, extend, consolidate and deepen her learning.  Sometimes the grammar book used is not the regular one (e.g: listos rather than Mira or the GCSE foundation book if I was feeling really mean).  She has responded really well.

Patricia’s problems page.

Patricia is a student I teach who struggled with a new language: German.  We decided that at the back of her book we should have a problems page.  Initially, I did not mark much of her work to keep her confidence levels high but we had an ongoing dialogue on the problem page.  It was not triple impact marking or deep marking or excessive dialogue.  It was just an honest conversation where she could ask the questions she did not want to ask in class.

  • “I get that the verb goes second, what if you have two or three verbs?”
  • “How do you form questions?”
  • “Why can’t German be easier?”
  • “What is the difference between denn and weil?

Feedback sheets

TES is full of these.  Rather than writing the comments then they can be on a sheet.  This can be very effective but again the sheet has to be meaningful and linked to your assessment criteria.  I remember marking an oral exam with another teacher and they suggested I listen to the amount of subjunctives and connectives the student was using.  The problem is that the Edexcel Speaking mark scheme does not really mention either.  If you are going to produce a sheet like these then make it a good one.  The question the sheet needs to answer is not only “what do I need to work on?” but also “how am I going to go about it?”

Formative Comments

For a while we ran with comment only marking and to an extent we still do in that pieces of work are not graded.  It can be very easy to get into a rut of formative comments.  The following are based on the new GCSE Writing mark scheme (AQA is the only accredited one I am aware of).

Content Quality of Language Accuracy Language Specific
Stick more closely to the
question
Include greater variety of tenses Check genders Spanish accents only go one direction: /
What else could you say about? Use a greater variety of opinion phrases Check spelling Please give nouns a capital
How could you make … clearer? Find more interesting adjectives than “aburrido”
and “interesante”
Check verb/adjective endings Check direction of accents
Aim for longer, more detailed sentences Include more complex clauses and structures Check accents Check use of avoir/etre

If making comments then they should be demanding a response.  Mary Myatt has some points to make on this here.

Subtle comments.

The exercise book is a way of communicating with your students.  Do not underestimate the power of a well-placed positive comment.  Matt Walsh’s blog has a brilliant post worth reading called “to the quiet boring girl in the class“.  Sometimes they just need a little encouragement.  One of the most talented students I have ever worked with once said to me “why must it always be “to improve”, why can’t I just be good for a few seconds?” Here’s the challenge: pick the quiet kid that doesn’t contribute much in lessons.  Look through their book, find a piece of work, single out the positives and finish with a comment about how much you valued the effort and thought that went into it.  If you need convincing of the effect you can have then read this.

“I thrived on the quiet praise I was given” – Emma Thomas

Everydaymfl’s Marking & Feedback

I’ve outlined a lot of different stuff here.  I’m sure you have lots of other idea.  If you saw Everydaymfl’s books, what would he hope you would see?

  1. Underlined date, title and label as to class or homework
  2. Legible work.
  3. Pieces of work marked with highlighters.
  4. Codes where absolutely necessary but very few to force the student to examine their work.
  5. 2-3 targets at the end of work with how to improve.
  6. DIRT task for the student to work on (using purple pen).
  7. Some elaborate positive comments – not just “well done” but “this is great because.”
  8. Challenging and redrafting of poor quality or poorly presented work.
  9. Regular marking (half-termly)
  10. A comment somewhere to make the quiet kid feel ten feet tall.

5 Things to try tomorrow

5 Things to Try Tomorrow

Image by Cool Text: Logo and Button GeneratorCreate Your Own Logo

I’m snowed under with marking, reports and grades at the moment.  So here’s 5 ideas which helped me procrastinate, which you may like to try tomorrow…

Target Language Answers

How do your pupils respond at the end of starters, reading activities, listening activities?  I’ve started getting my classes to use the following:

  • creo que es …A,B,C etc
  • pienso que es
  • podría ser …
  • Estoy seguro que es …

It’s a simple way of drilling in key phrases and it keeps the lesson in the target language. I thought it might slow things down but it hasn’t.  Even better is that students are using them and they are appearing in their work.

Dice

Such a simple thing but so versatile.  Get a set of 6 sided or 10/12 sided dice.  Try any of the following:

1    me gustaría trabajar                                 con animales

2   mi amigo le gustaría trabajar                 en una oficina

3   mi profesor debería trabajar                   como domador de leones

4   no me gustaría trabajar                            al aire libre

5    mi mama debería trabajar                      con la gente

6   mi papa debería trabajar                          como profesor estresado

Or 

1    Give an opinion about … using ich denke, dass

2   Give an opinion about .. using gefallen

3    Give an opinion about … and add a weil clause

4   Give an opinion about … using gern

5   Give an opinion about …. that adds a sentence in another tense

6   Give an opinion about  … using meiner Meinung nach

Or vocabulary revision

1/2  Partner names 5 words on topic of …

3/4 Partner gives 5 adjectives on topic of …

5/6 Partner gives 5 verb phrases on topic of…

or create your own…

“Hide your whiteboards.”

The credit for this one goes entirely to a trainee teacher who gets better and better with every lesson.  She insists that students keep mini-whiteboards under their chins once they have written and then they raise them on her instruction.    Copying other people is one of my pet hates and this eliminates it and also forces the “less motivated” (bone idle) to work harder and produce something or it’s really obvious.

 DIRT mats.

cooltext170479354004015

Our school has introduced DIRT time.  One pupil suggested it be called “time for improvement, reflection and development” but then realised that “TIRD” had a slightly unappealing ring to it.  During that time, my focus needs to be on the students with genuine questions about how to improve their work.  The rest need to get on.  These mats are editable and really easy to adapt.  Despite the fact they are aimed at KS1 and KS2 they can be adapted and used with all years.  My experience so far is that the younger years like the Pixar one and my 10s & 11s feel that the force is strong with the Star Wars versions.

 

Hands up listening

This came courtesy of Nick Mair on a course.  It is incredibly versatile and quite effective in terms of assessing the skill of listening.  It also shows you who your best listeners are.

The teacher talks in the target language.  Students have 3 options: left hand , right hand, both hands.  You assign something to each hand.  Maybe it is “opinion”, “reason”, “two tenses used”.  Or “sensible”, “idiotic”, “mixed”.

Here are two examples using Mira 1, which would lead to students putting both hands up.

  • “En mi casa hay un salón, un comedor y una cocina.  Había un baño en el jardín.”
  • “En mi casa hay un salón, un comedor, una cocina y un baño.  Arriba hay un dormitorio, el dormitorio de mis padres y el dormitorio de mi tortuga.”

 

Credit to www.cooltext.com for the cool text effects.

 

Getting ready for the new GCSE: the sequel

“There is an immutable conflict at work in life and in business, a constant battle between peace and chaos. Neither can be mastered, but both can be influenced. How you go about that is the key to success.”  Phil Knight

I’m not actually sure who Phil Knight is, but I like the quote and it has relevance to this situation with the new GCSE.  We will not master the new system in its first few years but we can influence the outcome by preparing our students well.  The last post on this topic looked primarily at preparing pupils for the new speaking tasks and a previous one examined the return of the roleplay.  This one will focus on the writing element of the new GCSE.  I have previously blogged before on writing but this is specifically aiming at the new GCSE.  Whilst I aim to be unbiased, three exam boards are submitting 3rd and 4th drafts. This post therefore will be written with the AQA specs in mind.  Today’s post is an amalgamation of my own thoughts and ALL South West’s conference in Bristol yesterday.

Here is a summary of what candidates have to do based on the AQA spec.

Foundation Writing Marks Available Higher Writing Marks Available
4 Sentences in TL based on picture 8 90 word task in TL
Instructions in TL
16
40 word paragraph in TL.
Instructions in TL
16 150 word task based on 2 bullet points
Instructions and bullet points in TL
32
Translation of sentences into TL 10 Translation of paragraph into TL 12
90 word task in TL
Instructions in TL
16

The question inevitably is: how do we prepare our pupils for this?  A quick look at the mark scheme provides us with two themes to be aware of:

Foundation students will need to focus on content and quality of language. 

Higher students will need to focus on content and range of language.  

From what I can see, it appears the higher students will need to do more, with more.  We are looking at breadth and depth, which is great. Teachers of foundation students might this allows more time for reinforcement and repetition of material, once you have worked out how to teach all the topics in 2 years but that is another blog post.  Given that we now have 6-7 lessons per CA back then we have to maximise the time on language learning.

Whatever you choose to do the focus will be on preparing students to use the language in a situation where they have no help other than some TL prompts, a picture and what they remember.  Some of the ideas below were gleaned from yesterday’s conference and credit has been given below where appropriate.

Folded tests (thanks to Greg Horton)

Greg suggested this idea yesterday.  I might have modified it as I couldn’t remember it all. Students have an A4 sheet of absolutely key phrases that they should know (creo que, es, son, pensaba que, pienso que, voy a, espero, me gustaría etc).  English is down one side and Spanish down the other.  You hold the sheet portrait and fold it in half.  The students then test each other:  Sherice says the English and Chardonnay aims to recall the Spanish working down the list.  They then swap but Chardonnay starts at the bottom of the list and works up.  They then check their scores and see who wins.  The test reinforces and tests spontaneous production of key phrases.  Greg then suggested a penalty shootout between the two highest scorers at the front of the class.  This would ensure that the students know quality language and it places value on knowing these phrases.  You could also develop the range and breadth of language with higher sets by changing the test papers after a term.  A homework task could be to make sentences involving the words.

TL Instructions for all written work

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Photo Credit: mgjosefsen via Compfight cc

The new exam is going to be largely in TL.  Some exam boards may supply “probable rubrics” but why not start now?  The more students are used to it; the less scary the exam will be. As MFL teachers we are used to acting and a lot of gesture and mime can probably help to ingrain the key phrases in the minds of our learners.  Failing that then you can teach it to them or have your most frequent utterances displayed on walls or learning mats.

Learning walls

Displays of posters might need to become a thing of the past (perhaps save them for the corridors).  What can students learn from your wall?  At the moment, I will be honest, they cannot learn enough from my walls.   A fantastic idea I saw at Bradley Stoke Community School was a teacher who had pouches on the walls of short summaries of how to do each tense or how to form negatives in French.  What do your walls contain that improve written work?  Foundation students will need this kind of support. Otherwise they will become too dependent on dictionaries they are no longer allowed to use  If I had my way the walls in my room would act like the ones in Minority Report, but we’re not there, yet!

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Equipment checks

One of the curses of controlled assessments is that students memorise entire paragraphs about their work experience but cannot form sentences in a foreign language or hold a basic conversation.  Eva Lamb spoke yesterday about engineering situations such as an equipment check and repeating TL that can be used in other situations:

Photo Credit: Nene La Beet via Compfight cc

Photo Credit: Nene La Beet via Compfight cc

Eva:Hast du ein Heft?

Boris: Ja ich habe ein Heft?

Eva: Hast du dein Heft?

Vladmir: Ich habe kein Heft

Eva: Hast du dein Heft verloren

Vladmir: Ja Ich habe mein Heft verloren

Eva: detention!

Ok…so she didn’t say the last line…but it is a very simple way to recycle language and one I am itching to try.  She suggested doing it with year 7 from the very first lesson.  It forces every student to speak and the haben verb paradigm is instantly being absorbed.  From then, change it to homework, who won the Manchester United Arsenal match (sorry Arsenal fans) etc.  It is also not much of a stretch from knowing “ich habe, some personal pronouns and some past participles to being able to use them in written work.

More Grammar practice; less nouns.

Students can find the nouns for homework on Wordreference.  Textbooks are massively guilty of presenting nouns, nouns and more nouns.  Students need verbs.  Every sentence on this blog contains a verb, some might even have more than one.  Verbs are going to be key.  Foundation students will need a stock of them that they can deploy at any point. Higher students will likely need a greater range of them but know what they can do with them.  For example: knowing that adding é ía to a Spanish infinitive will change the meaning and equally removing the last two letters and replacing with o or é will also change the meaning.  Irregular verbs will likely need to be learnt.  This could be done for homework.

Core language

Two of my colleagues from English recently tried testing their bottom set 3 times on the same vocabulary.  They took in the marks from the third time.  They also made the students then write some sentences using the vocabulary.  Unsurprisingly the scores increased each time, even for the weakest.

MFL departments need to nail down a core of language that students should know at the end of years 7,8 and 9.  If you work with primary schools then you can do even more of this.  Every student should be able to produce certain structures.  Why is it that last year’s year 11 bottom set could also remember juego al fútbol (pronounced “joo way go al fut-ball”)?  Yet a simple pienso que, debería, tengo que or other verbs was beyond them.  They need a core and they need testing on it regularly to give it value.  They also need testing on their ability to apply it.

Some phrases need to be procedural in the same way that students are taught a procedure to approaching a simultaneous equation, expanding brackets or a quadratic formula.  We do this with ,weil clauses but do we do it with other structures?

Transferable structure plenaries

Most of our lessons contain some nouns but it is the grammatical structure that is important.  Take for example the Expo 1 lesson on “dans ma ville”.  The structure that the book is teaching is a very simple “il y a” and “il n’y a pas de”.  Quite often students will remember this in the context of “dans ma ville il y a” but the question is can they apply the il y a elsewhere?

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Photo Credit: eldeeem via Compfight cc

This photo could be shown at the end of the lesson.  Qu’est-ce qu’il y a dans le photo?  Suddenly the students have to apply their knowledge of the structure along with the previous topic of house and home.  Get them to produce the sentences on mini-whiteboards. This way you can measure their spontaneous production of the TL (thus managing the first task of the foundation paper) and also check their understanding of the structure.  Then try it with another photo (maybe the one below).  Qu’est-ce qu’il y a dans le photo?

Say more

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Photo Credit: zenobia_joy via Compfight cc

Greg Horton had a slide which simply had question words on it.  One of his class would sit at the front and be given a simple sentence to read or you could give them a picture.  The students ask questions to elicit more detail from the person sat at the front. Continuing on from the previous idea, the starting sentence could be: “Hay un perro”  Pupil could then ask:

¿Cuántos? ¿Dónde? ¿De qué color es?

More advanced students could ask:

¿Por qué?  ¿Qué hace?  ¿qué opinas tú de los perros?

Again it is about spontaneous production.  Students could note down the answers on whiteboards to test their listening.  They could change the verb forms to practice grammar.  They could even do a tabloid version on mini-whiteboards where they exaggerate every claim that is made or completely misrepresent what the student says:

Student: en la foto hay un perrito tierno.

Students: en la foto hay un perro agresivo y violente.

Everyday Homework

Leading headteacher Tom Sherington writes on his blog “great teachers set great homework”.  In fact, he dedicates an entire blogpost to it.  I thought I would do the same but with an MFL slant.  I’m sure I have set some good homeworks and some bad ones in my time.  Below is a buffet of homeworks.  It will allow you to add to your plate the ideas you like, whilst avoiding those that you don’t.

One of the best bits of the blog mentioned above is this:

“The research by Hattie et al shows that homes make more difference to learning than schools. So, take away homework and what do we have? Essentially, homes with the greatest cultural capital, typically more affluent and middle class, will just fill the gap with their own family-education as they always have. They’ll be fine. Meanwhile, children from families where home-learning is scarce or simply doesn’t happen are left without structure or resources to fall back on. The same inequalities that give children such different learning orientations from pre-school persist. I’d argue that homework for all is a basic element of an educational entitlement; it is a leveller – provided that schools offer support for ‘homework’ to be done anytime, any place.” – Tom Sherrington September 2nd 2012

So, how can Everyday MFL teachers such as you and I make sure that learning continues outside the classroom?  Just as feedback and marking should drive learning forward; homework should do the same!

Vocabulary learning

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Well that was obvious wasn’t it!  As MFL teachers, we know the value of vocabulary learning but how can you ensure that they have actually learnt it.  One method I have used in the past particularly with lower ability learners or year 7s is the look, cover, write, check sheet.  You can find an example on the TES here.  There is also one that I would recommend with your weakest students at this link.

Sites such as Languages Online, The Language Gym, Linguascope, Memrise, Duolingo, Pons Vocabulary Trainer all have their place and role to play.  The Language Gym focuses quite heavily on conjugation.  This excellent with the advent of the new GCSE and the greater focus on being able to manipulate language.  Memrise I  like as it forces the students to type the vocabulary and produce it, rather than simply reading.  I’m a big fan of the phrase “reading is not revision” so this site is right up my street!  Languagesonline is also excellent.  The only issue I have with these sites is you cannot see which students have done the work!  I believe Vocabulary Express does allow such things but have yet to try it.

Rachel Hawkes suggests that students should achieve a certain amount of points from a selection of activities to prove they have done their homework, using a variety of different techniques.  Too many students will simply stare at the words and assume that some osmosis will occur unless they are given specific tasks to do.

I tend to teach the students as much as possible about how to learn vocabulary early on.  Look, cover, say, write, check can be very effective.  Flashcards and mindmaps equally so.  By testing it, you will give it value.  By sanctioning unacceptable performance, you will find students are more likely to do it.  I’m not going to give a minimum acceptable level as sometimes that can vary depending on the student.

A couple of colleagues in another department have recently experimented setting the same vocabulary for 2-3 weeks with lower ability classes.  They have tested them each week but only taken in the marks on the third time.  Looking at the books, they have found that the students improved and their confidence was boosted by this process.  I would argue the amount of reinforcement also helped.  You could do this with some high-frequency language for your weaker groups.  It is an experiment I would certainly like to repeat.

The multi-skill homework.

Currently my favourite!  Why set homeworks that test only one skill??!  This epiphany came to me at some point in the middle of a lesson!  It has only taken 5 years to have it.

Slow German, Audio Lingua, Conjuguemos and the websites previously mentioned might allow you to set a variety of different tasks.  My current year 10 were set the following last week:

  1. Listen to this podcast on audio-lingua
  2. Complete following exercises on languagesonline and samlearning
  3. Produce dialogue for … situation

I’m allowed to set up to 50 minutes worth of work so I might as well go for it!  I was not exactly popular when I did this.  Once the rationale was explained, most students went for it.

Exam boards also have past papers on their websites, that would easily allow multiple skills.  Again the specimen papers for the new GCSE could be used in this way.  Admittedly speaking would be out of the question but listening, reading and writing would all be possible.

The worksheet

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There are some brilliant worksheets out there on websites such as TES and the excellent Frenchteacher.  Having said that, you might have a low photocopying budget so I would encourage you to create your own or borrow bits from other people and condense it on to a single page.  The big question with the sheet is: does it make the students work hard?  Does it take them from a level where they might follow a model to get the answer to being able to apply the grammar rule?  With the appearance of translation in the new GCSE, this could be a place to include it?

 

 

The paragraph

Produce a paragraph on … Produce two paragraphs on …  These can often be effective as it gives the student time to work on something using what they have learnt.  However, beware the evils of googletranslate.  This website, long the bane of the Everydaymfl teacher, is getting.  Students shouldn’t need to recourse to it if they have been taught how to use wordreference.com correctly, or if they have sufficient resources on your VLE, in their book or on paper.

Have you considered a point scoring paragraph?  Higher point scores generally indicate better work…

5 10 20 25
Simple connecting words More complex connecting words More complex structures
um…zu
ohne..zu
ausser…zu
ni…ni
bien que…
The amazing mindblowing structures
to really impress examinersKonjunktiv II
Konjunktiv I
Si hubiera pensado…
French subjunctive
Simple time phrases More complex opinion phrases More of the above More of the above
Simple adverbs Less common adverbs Less common adverbs More of the above

Another idea would be to ask students for an ASL calcuation.  Average Sentence Length.  They need to divide the amount of words by the amount of sentences.  Scores of 7+ indicate they are probably using opinions.  Scores of 12+ indicate they are justifying those opinions.  Scores of anything higher and they might need to consider the occasional full stop!

Have you considered banning certain words from their paragraphs?  Some of the below would be top of my list!

French German Spanish
ennuyeux langweilig aburrido
interessant interesant interesante
amusant lustig divertido

The example sentences

Regularly I will set my learners a task to produce some examples using a grammar point we have worked on.  This is mainly because I want to see if they can do it outside the classroom without me and also to reinforce the material at a later date.  The Ebbinghaus Forgetting Curve suggests they will have lost some of it after the lesson so this is my attempt to fight the curve!  Perhaps suggest a theme for their example sentences:

Future tense: “what Homer Simpson will do at the weekend”

Past Tense: what”insert celebrity” did last week

 

The Culture Homework

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Photo Credit: Arttesano via Compfight cc

I tend to set one of these once a half-term (homework is weekly).  Students are naturally curious and like to learn about the country.  I remember, when I was in school years ago, a couple of homeworks from my language teacher: “find out what you can about who won the election in Germany?”  Gerhard Schröder was the answer, which seems like a long time ago now, probably because it was!  Students  like to know about the place, not just the language.  However, we are language teachers and so the homework should be proportional to what we do.  I would also counsel that you tell them to avoid the blindingly obvious and go for a more horrible histories style in their research.  “Madrid is a city in Spain” is the kind of thing you can open yourself up for if not careful!

I have highlighted my favourite one in orange.  Google it, you will see why it is such a cool festival!

French German Spanish
What is “la marseillaise” actually about? What is Karnival? What happens at “la tomatina”?
Find out 10 facts about the French Revolution Find 10 facts about the fall of the Berlin wall Produce a poster showing what happens at “las fallas”
What is Bastille day? Who is Angela Merkel? What is Yipao and why is it celebrated in Colombia?
What is Mardi Gras? Produce a timeline of major events in
German history starting from 1800
What is día de los muertos all about?
How do the French celebrate Christmas? 10 Facts about any German city Produce a short biography of Franco or another famous  figure from Spanish history
Who was Marie Curie? Who was Hans Riegel from Bonn? Who is the current King of Spain?
Find out 10 facts about a city that is not Paris. Find out 10 facts about a city that is not
Berlin or Munich
Find out 10 facts about a city that is not
Madrid or Barcelona

Flipped Learning

I’m a bit of a skeptic at the moment when it comes to this.  John Hattie claims that along with effective feedback; clarity of explanation is crucial in our teaching.  Most youtube videos teach a grammar rule and then explain EVERY exception known to man.  If you are not confused by the end then it is because you got up to make a cuppa 2-3minutes in.  I think there is a place for it, but video selection needs to be carefully done.  Then the students need to do something with the knowledge to reinforce it, otherwise it is just another video.  The questions the teacher needs to ask are as follows:

  • Is this better than explaining the concept in class with worked examples?
  • Is the person on the video easy to listen to?
  • What will I do about students who do not watch the video?
  • Should I use the video to introduce or consolidate?
  • Is the video clear, too fast, too slow?

 

If you have read this far then well done but don’t forget it’s half-term.  Enjoy yourself, rest, have some fun, have some more fun and be ready to go again on Monday.

 

 

Getting ready for the new GCSE

It’s almost here.  Regardless of the fact that 3 out of 4 exam boards are yet to have their specifications approved by OFQUAL, we have to begin teaching towards it in September. I’ve been thinking about how to prepare my year 9 learners for what is coming, in terms of topics and skills.  Here are some things I have tried out:

Modalverben – regular drilling.

German teachers will be familiar with modal verbs.  They are 6 most common verbs and are combined with an infinitive  The same can be done in Spanish but there will just be more of them and they take different forms.  I want my students to be completely proficient with these most common verbs so that they can use them spontaneously with infinitives.  If you had 10 minutes to prepare for an exam, having a mental arsenal that contains

I have to / I like / I should / I want to / I can etc along with some infinitives, should be useful to them.  We have been having regular sentence making drills on mini-whiteboards.  Over time I have added in some opinion and reason phrases.  If you are in doubt about whether drilling is effective then the video below is

Roleplays

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I found the old roleplay cards and we will be using them in the coming weeks.  If you don’t have them then there are some specimen papers on the exam-board websites. Those can be used and adapted.  Rather than writing a section, I will refer you to a previous blog.  A recent post on Frenchteacher also is worth a read.  Do your students know enough multi-purpose transactional vocabulary?

Spontaneous Speech

Students are going to have to be a lot better at generating language spontaneously.  Yes they can be drilled in rubric, roleplays and discussion but there is a greater emphasis on producing the language unaided.  With TL rubrics in the speaking elements, this could be even harder.  Rachel Hawkes has some worthwhile suggestions here.  She also has a Phd so I will leave it in her capable hands.

Speaking from pictures.

Rachel Hawkes illustrated this brilliantly on a recent course I went on.  It is about encouraging learners to use what they have learnt.  It does not matter if they cannot say what they want to say.  The question is what can they say?

What might a year 7/8/9 be able to do with the following picture?

  • Es una fiesta.   Hay un elefante.  Me gustan las fiestas.
  • Creo que es una celebración porque hay mucha gente.
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Equally with this you can get the students to predict the questions that might be asked.

New Topics

I’m borrowing from AQA here.

  • Marriage/partnerships
  • Social media
  • Mobile technology
  • Customs and festivals in TL speaking countries
  • Charity/voluntary work
  • Poverty/homelessness

This looks more interesting than “self, family and friends”.  The hard bit is working out how these might be examined.  How can we teach them and make them accessible? See the table below:

NEW GCSE
Topic from AQA How it could be examined Implications for teaching practice
Marriage/partnerships Speaking – discussion or picture
Listening
Reading
Writing – essay or translation question
Students need to be able to give
their opinions on this topic.
Discuss with RE department to 
ascertain prior knowledge, stumbling blocks and
stereotypes.
Social Media Speaking – do you think it is a good thing?
Listening – text about someone who uses
Reading – text about social media
Writing – essay or translation question
Need to teach a variety of multipurpose
vocabulary as the range is so wide.  Students
need to be able to give opinions on it, use
frequency adverbs and explain why it is a good
or bad thing.
Customs and Festivals Speaking – is celebrating things important?
Listening – report about an event
Reading – text about an event
Writing – less likely, possible translation
Teach major festivals at various points of the year.
Day of the dead, san fermin, la tomatina, las fallas.
Students will need a cursory knowledge of the well-
-known festivals
Charity/volunteer work Speaking – should young people do it?
Listening – account of someone’s job
Reading – account of someone’s job, charity
website?
Writing – should young people do it?
Teach students phrases to structure arguments and
create extended responses.
Poverty/homelessness Listening
Reading – text on developing world
Echo 3 and Mira 3 do a bit of this.  Discuss with
geography, is there a case-study or unit of work that
you can link this too.

 

 

 

 

5 Things to try tomorrow

Happy New Year to you all.  With the term imminent I thought I would offer the following 5 things to try tomorrow.

Shake up the seating

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College classroom — Image by © H. Armstrong Roberts/CORBIS

Most teachers change the seating plan when the class is not working how they would like.  It happens when they realise that little Brendan and little Alex are a positively toxic combination, or when you realise that little Chardonnay has fallen out with little Sinead.  However, maybe there is a sound pedagogical reason for changing the seating.  This post by David Didau has really caused me to think and I might well experiment with my classes.  I have 8 tables of 4.  What if I rotate them half-termly?  It means the pairings stay the same but the location changes.

Didau writes…

“A few years ago I became aware of a very strange and as far as I know, unresearched phenomena. If I taught a lesson where students knew something in that chair, they would not necessarily know it in this chair. Simply asking students to move seats in the middle of a lesson was enough to disrupt their ability to recall and transfer.”

So give it a go.  Didau himself goes on to say:

“So I started experimenting with moving students about and giving them a greater variety of sight lines and thus a greater and more unstable range of visual cues….And guess what? Their ability to transfer what they’d learned within the classroom improved. Now, I would, of course, hesitate to make a mountain out of this molehill, but it does seem worthy of further investigation.”

As they say on BBC News, more on that story later…

Tarsia

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This is one of my favourite plenary activities.  It works particularly well if you are the kind of person who has objectives in the “know”, “understand” and “be able to” format.  You need to download their generator here.  You can then create puzzles like a triangle of triangles.  The aim is to get the English and Spanish words to match up with no text around the outside edge.  Other shapes are possible.  You could equally do sentence halves etc.  Make sure that the format is set to “text” otherwise it will squish (yes that is a word) all your words together.  Allow 5 mins for an able group and 10mins for a less able group.  I might suggest also printing the “solution” tab, or copying it into word to be printed as it will save you massively on photocopying!

Word Association

Simple but great for seeing what vocabulary students can recall over time.  Give them a starting word and see how long they can go for.

Gallery Critique

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I wrote a post on peer-assessment ages ago.  I have always thought that for language teaching peer-assessment is extremely hard to do effectively.  The statistic mentioned by Shaun Allison rings in my head every time someone mentions it.  Even if pupils are trained well, I feel it is risky and potentially detrimental to weaker learners.  One student once wrote “excellent use of connectives”, which was not a bad comment but there were none! MFL is not like English where one can suggest additions to their argument.  And it is not like history or geography where you can examine how closely someone has answered the question.  With gallery critique it is my understanding that Student 1 produces work.  Students 2,3 & 4 comment on it and then student 1 reviews the feedback using it to develop their work.  The same process will be happening with students 2,3 &4.  Hopefully there will be some kind of triangulation that leads to more accurate peer-assessment.  After all, 8 out of 10 cats did prefer Whiskas…

Starters to make them think more.

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I’m a big fan of gap-fills, anagrams, matchups, odd ones out etc but they do get stale after a while.  My new favourite is giving pupils sentences that they have to alter in some way to make their own.

Dans ma ville il y a une gare.  – transform this into a sentence with 10 words.  

No me gusta el inglés porque es aburrido – say something nice

En mi familia hay cinco personas – say it in a different way

No hay una piscina en mi casa – Change this while keeping the sentence on the same topic.   You may not use any words from the original apart from “casa” and “piscina”.